DOCSLIB.ORG

REPORT 2009 1 April 2009 to 31 March 2010

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
REPORT 2009 1 April 2009 to 31 March 2010 ANNUAL REPORT 2009 1 April 2009 to 31 March 2010 1 SACAP Annual Report 2009 - 2010 Section One Governance Highly competent Operationally ensuring Transparency: architectural excellence in Disclosing information professionals performance and responsibly and compliant with service delivery and promoting a culture of international best fostering collaborative openness practice and serving relationships with Respect: Treating the needs of roleplayers in order to: everyone with the developing • be responsive to the highest regard and economies. needs of the public dignity starting with • maintain a quality and greeting sustainable skills Accountability: base in the Accepting responsibility profession Courtesy: Being • ensure good friendly, helpful and governance which thoughtful at all times results in a positive Professionalism: impact on built Vision Conducting ourselves in environment practice line with best practice, • grow the information Values e.g. good planning, and knowledge hub decision-making, • promote communication, doing Mission transformation and one’s job, doing what is diversity within the right built environment Integrity: Exhibiting honesty, trust and ethical behaviour 2 SACAP Annual Report 2009 - 2010 Section One Governance ANNUAL REPORT 2009 1 April 2009 to 31 March 2010 3 SACAP Annual Report 2009 - 2010 Contents SECTION ONE SECTION TWO SECTION THREE SECTION FOUR GOVERNANCE OPERATIONS MANDATES ACCOUNTS & INTRODUCTION: THE ROLE OF THE CHIEF OPERATIONS OFFICER REPORT ACCREDITATION 40 FINANCIALS ARCHITECTURAL PROFESSION IN 34 RESEARCH 41 CHIEF FINANCIAL OFFICER’S REPORT SOCIETY 7 SACAP STAFF ORGANIGRAMMES 68 REGISTRATIONS 42 REPORT OF THE OUTGOING PRESIDENT 36 AUDIT AND RISK COMMITTEE MALCOLM CAMPBELL 8 CONTINUING PROFESSIONAL MARKETING AND COMMUNICATIONS CHAIRPERSON’S REPORT 72 REPORT OF THE INCOMING PRESIDENT DEVELOPMENT 51 38 MR PHILL MASHABANE 10 SACAP COMBINED ANNUAL RECOGNITION OF PRIOR LEARNING FINANCIAL STATEMENTS FOR THE YEAR REPORT OF THE REGISTRAR 54 74 DOROTHY BRISLIN 12 ENDED 31 MARCH 2010 LEGAL COMPLIANCE 58 SACAP COUNCIL 14 SACAP EDUCATION FUND FINANCIAL EDUCATION FUND 59 ANNUAL STATEMENTS FOR THE YEAR COUNCILLOR’S PROFILES 15 104 PROFESSIONAL FEES 63 ENDED 31 MARCH 2010 COMMITTEE STRUCTURE 19 IDENTIFICATION OF WORK 65 COUNCIL COMPOSITION 20 SACAP CODE OF CONDUCT 66 MEETING ATTENDANCE 21 GLOSSARY 117 STRATEGIC VISION 24 STAKEHOLDERS 25 INTERNATIONAL ENGAGEMENT 28 SOCIAL RESPONSIBILITY 30 Section One Governance 5 SACAP Annual Report 2009 - 2010 Section One Governance 6 SACAP Annual Report 2009 - 2010 Section One Governance Introduction: The Role of the Architectural Profession in Society Architecture can be described as an societies, and the environment. art or a complex technical, cultural and philosophical spatial language. It Architecture, like science or philosophy, should be reveals the way we feel about experimental, taking on conceptual problems and ourselves as well as our attitude interests much larger than itself. Architectural towards others. professionals are specialised operators of many architectural tools, all of which add up to an act of ne of the primary roles of South translation. They are able to offer many different African architecture is the visions of our world which are able not only to speculative, experimental and shelter and sustain us, but to inspire us. inspirational reframing of our O Buildings outlive people, and this makes them a society post-1994. Architecture frames just as we legacy for future generations. Architectural frame it. professionals have the worthwhile task of ensuring Contemporary South African architecture does that the buildings they design are both sustainable not cater to the wider community, nor does it and that they reflect the innovative thinking of actively encourage the formation of an Architectural professionals need to begin an their time. imaginative public domain. experimental re-imagination of themselves as Reference: Sarah Calburn - Opening Plenary at the “new” South Africans; as thought-makers in the The thinking that guides architectural design has Green Building Conference 2009 world. always been to give the clients what they want. This thinking has effectively removed architectural Buildings cannot be seen in isolation from their professionals from the position of being urban inhabitants, cultures, societies, systems, or visionaries. Architectural professionals ought to landscapes. Buildings become infrastructure and be claiming space for their highly specialised art; part of the landscape. The architectural imaginations, instead of allowing themselves to be profession needs to take responsibility for its relegated to the decorators of entities. work; to consider its impact on the cities, 7 SACAP Annual Report 2009 - 2010 Section One Governance Report of the outgoing president Malcolm Campbell (1 April – 31 October 2009) his report marks the end of my eight-year They formed part of a large pool of unregistered universities and former technikons to tenure as SACAP President. It also architectural practitioners (considerably larger support mobility and portability between brings to a conclusion a significant than the relatively small pool of registered these institutions, as promoted in the T25-year chapter in my life, during which architects) and were responsible at the time for National Qualifications Framework. I have persevered in pursuing and implementing approximately 80% of all plans submitted • Facilitating regional platforms between the goals of creating a regulatory body which is nationally to local authorities for approval. In the universities and former technikons to INCLUSIVE - in covering all categories of main, these plans were related to residential work promote co-ordinated approaches to architectural practitioners and in protecting all of less than 500m2, which was not protected in admissions, academic co-operation and the sections of the public, particularly the poorest and terms of the Architectural Act of 1970, in force at sharing of resources. most vulnerable and TRANSFORMED. the time. This meant that except for the relatively small section of the public executing work of over • Incorporation of the heads of technikon My work within this area commenced during the 500m2, an overwhelming majority of the public departments of architecture in the National 1980s and early 1990s, when I taught in the were left unprotected when commissioning Heads of Architectural Schools Committee, Department of Building and Architecture at the architectural services. which considers national imperatives with then Peninsula Technikon in Bellville. At the respect to architectural education. time, I soon observed that a large number of my Over the past 25 years, through pressurising students, unable to find continuous work within SACAP’s predecessor and through active • Implementing the Recognition of Prior a perennially suppressed economic environment, collaboration within SACAP structures, the Learning (RPL) mechanism as championed were offering their services directly to the public. following significant achievements can be in the National Qualifications Framework, Many of them were offering a competent service, recorded under my leadership: which permits practitioners to be promoted despite the fact that the technikon course at the from a lower to a higher category through • Revision and enhancement of the time offered little to support this role. A number an assessment of their knowledge base. curriculum for programmes at former of these students demonstrated skills which technikons (now called universities of • Replacing the Architectural Act of 1970 should have ensured them an easy passage technology) to support graduates in terms of with the South African Council for the through university towards qualifying as an their role in practising independently. Architectural Professions Act No 44 of architect, but were denied this by being 2000, which registers four distinct categories • Enhancement of progamme offerings at economically and educationally disadvantaged of architectural professionals and through former technikons to permit graduates to largely as a consequence of their prejudiced status the Identification of Work Policy (IDoW), qualify as architects from these institutions. in apartheid society. which determines that each category may • Facilitating mechanisms between only perform work which they are 8 SACAP Annual Report 2009 - 2010 Section One Governance competent to undertake. grow in confidence and, towards the end of the term, displaying a willingness and ability to • Developing an IDoW after extensive and engage in debate in a robust manner. Three of difficult consultations with a wide range of these members have been appointed to the new stakeholders. The policy is now in its final Council and it is hoped that the new Council will approval stages prior to promulgation. benefit substantially from this period of initiation. • Developing and implementing a continuous Lastly, I must credit the staff of SACAP who have professional development (CPD) survived a number of challenges and upheavals as programme, which ensures that all registered a result of the organisation’s rapid growth. Credit professionals take responsibility for ensuring must also go to the Registrar, Dorothy Brislin, for that they keep abreast of new developments providing strong leadership and for her singular in the profession. determination in safeguarding the transformation • Putting in place a number of committee goals of SACAP and ensuring that
Load more

Recommended publications
  • February 2013 Teacher.Co.Za Reducing Disciplinary Challenges a System That Works
    Thanking Educators School your do parent no drop off teacher learners zone Page 13 Page 16 Page 17 Your Guide to Education •February 2013 teacher.co.za Reducing disciplinary challenges A system that works PBIS schools equip learners with pro-social behavioural skills. Kutlwano Khumalo is in Grade 3 at Vuleka School, the first PBIS school. Page 20. Photo: Oupa Nkosi 2 Career February 2013 theTeacher Helping in her blood Driving for people with physical disabilities Thabo Mohlala aroline Rule works as an occupational therapist and a driving consultant for people with disabili- ties such as a spinal cord Cinjury and amputations. After assessing their remaining functionality and how best they can use it, she recommends driving adap- tations that would enable them to be behind the steering wheel safely and independently, as well as how they will get their wheelchairs in and out of the car. She then refers them to the relevant companies that can build the adaptations and in an ongoing way, she works with these companies to brainstorm even more effective solutions. Where a person has had a stroke or head injury, they undergo a physical and cognitive assessment and then team up with a driving instructor to do an on-road driving test to assess whether it will be safe for the person to drive. Rule also helps manage the Driving Ambitions driving school, owned by the QuadPara association. They have two adapted vehicles that they use to Caroline Rule is passionate about the mobility of the physically disabled. Photo: Delwyn Verasamy teach people with disabilities to drive.
    [Show full text]
  • A Report on the Mapping Study of Peace & Security Engagement In
    A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa.
    [Show full text]
  • FADA Annual Report 2012
    Contents EXECUTIVE SUMMARY 1 1 OPERATING CONTEXT 7 1.1 Nature and scope of the Faculty 7 1.2 Strategic objectives 8 1.3 Governance and quality management 9 1.4 Risk management 15 1.5 Branding and marketing 16 2 TEACHING AND LEARNING 19 2.1 Enrolment figures 19 2.2 Student profile 22 2.3 Performance overview 24 2.4 Student awards and achievements 27 2.5 Teaching and learning interventions 32 2.6 Programme and module developments 38 2.7 New progammes planned for 2011-2013 42 2.8 Student experience 43 2.9 Report Teaching and Learning Forum 44 3 RESEARCH AND CREATIVE PRODUCTION 49 3.1 Performance overview 49 3.2 Research funding 62 3.3 Report: FADA Research Centre (VIAD) 66 3.4 Report: FADA Gallery 67 3.5 Report: Design for Social Development 69 3.6 Research capacity building 70 4 COMMUNITY SERVICE AND STAKEHOLDER ENGAGEMENT 72 4.1 Community projects 72 4.2 Service to academic and professional communities 78 4.3 Public lectures, presentations and media interviews 88 4.3 New agreements and partnerships 89 4.4 Advisory committees 90 4.5 Interaction and collaboration 90 5 RESOURCE MANAGEMENT 102 5.1 Employee profile 102 5.2 Staff achievements 106 5.3 Staff developments 107 5.4 Health and Safety 113 5.5 Working environment 114 5.6 Financial Report 115 5.7 Studios, laboratories and equipment 117 5.8 Social responsibility and environmental sustainability 117 6 CONCLUSION 118 6.1 Review 118 6.2 Planning for 2013 121 APPENDICES 123 1 Departmental reviews 123 2 Departmental comments on quality management 139 3 Undergraduate and postgraduate external
    [Show full text]
  • Hands On! Masks Off!
    28 JUNE - 8 JULY 2012 HANDS ON! MASKS OFF! COMPLETING THE PUZZLE A series of workshops at the National Arts Festival, presented by Business and Arts South Africa with support from the SA Post Office. Growing the art of partnerships Seed to strength to sustainability Corporate Members: ABSA KWV Telkom SA Ltd Adele Lucas Promotions KykNet Terraplane Africa Empowered Le Canard Restaurant The Brand Leadership Group Anglo American Leaders Unlimited The Cement and Concrete Institute Anglogold Ashanti Legacy Group Holdings The Forum Artinsure Lemnis Lighting Africa The Grand Daddy Hotel Atterbury Live Wire Learning (Pty) Ltd The Sharks (Pty) Ltd ATKV Lombard Insurance Company Ltd The Soweto Hotel on Freedom Square Avalon Group Lotsha Ministries Trust The Walt Disney Company Africa Bell Dewar Louis Karol Architecture & Interiors TIXSA BHP Billiton Mastrantonio Holdings Total Exposure Black Coffee Design CC Matchboxology Translate.org.za Black Brand, Strategy and Design (Pty) Ltd Matumi Corporate Advisors (Pty) Ltd Transnet Foundation BMI Sponsorwatch (Pty) Ltd Mandela Bay Development Agency Trainiac SA (Pty) Ltd Boston Media House MayFord Seeds 3 Millar Warehouse CC Breinstorm Brand Architects Media 24 Ltd Vega the Brand Communication School Brown Spice Boutique CC Mercedes-Benz SA (Pty)Ltd, Vodacom Buz Publicity formerly Daimler Chrysler VWV Productions (Pty) Ltd Cape Town Partnership Middel & Partners Wag the Dog Publishers (Pty) Ltd Cell C Mobile Telephone Networks (MTN) Webber Wentzel Citadel, Private Client Wealthcare Models International
    [Show full text]
  • Careers Matter May 2015 Changed.Indd
    10 Careers Matter, supplement to the Mail & Guardian May 29 to June 4 2015 Helpful contacts General enquiries: [email protected] Johannesburg: Tel 011 327 2002 Durban North: Tel 031 573 2038 King Sabata Dalindyebo FET College Cape Town Campus: PO Box 3423, Fax 086 409 1627 [email protected] Fax: 031 563 2268 (Mthatha) Cape Town 8000 Fax 021 422 1827 Pretoria: Tel 012 346 2189 Fax 086 409 1627 [email protected] Tel 047 505 1000 Fax 047 536 0932 Johannesburg Campus: PO Box 2289, [email protected] www.inscape.co.za Durban West: Tel 031 266 8400 [email protected] Parklands 2121 Fax 011 781 2796 Fax 031 266 9009 Engcobo Campus: Tel 047 548 1467 Intec College (Distance Learning) [email protected] Libode Ntshuba Campus: Tel 083 477 6972 AFDA Film, TV and Performance School Tel 021 417 6700 Fax 021 419 1210 Midrand: Tel 010 224 4300 Mapuzi Campus: Tel 047 575 9044 Cape Town: Tel 021 448 7500 www.intec.edu.za Fax 086 6126058 Mngazi Campus: Tel 047 576 9469 Fax 021 448 7610 [email protected] [email protected] Mthatha Campus: Tel 047 5360 923 Durban: Tel 031 569 2252 / 2317 Leaders in the Science of Fashion (Lisof) Pietermaritzburg: Tel 033 386 2376 Ntabozuko Campus: Tel 047 575 9044 [email protected] Johannesburg: Fax 033 386 3700 www.ksdfetcollege.co.za Johannesburg: Tel 011 482 8345 Tel 086 11 54763 Fax 011 326 1767 [email protected] Fax 011 482 8347 Pretoria: Tel 012 362 6827 Port Elizabeth: PO Box 27436, Lovedale FET College [email protected] Fax 086 695 1843 Greenacres 6057 (King William’s
    [Show full text]
  • Conference Programme
    DEFSA Conference 2009, 4 & 5th November, Graaff Reinet "Opening gates, between and beyond design disciplines" Provisional programme Wednesday 4 November Time DEFSA CONFERENCE MOHAIR SUMMIT 07:30 – 08:30 Registration and refreshments 08:30 – 08:50 Entertainment by the Mohair Summit 08:50 – 09:00 Welcome by DEFSA President Amanda Breytenbach 08:50 – 09:05 Welcome message 09:00 – 09:20 Interdisciplinary theory teaching: Can one size really fit all? 09:05 – 09:15 Official welcome Karen von Veh and Landi Raubenheimer, University of Johannesburg 09:20 – 09:40 Making space for identity, diversity and voice in a trancultural visual arts community of practice Mary Duker, Nelson Mandela Metropolitan University 09:15 – 10:00 Government papers 09:40 – 10:00 Meeting the challenges in modern design education 10:00 – 10:15 Launch of new mohair lifestyle Helen Bührs and Mornay Schoeman, Inscape Design College range 10:00 – 10:15 Panel discussion 10:15 – 10:45 TEA 10:45 – 11:05 Recognising and Developing Social and Environmental Ethics within a Visual Communication Programme in South Africa Nina Joubert and Inge Economou, Nelson Mandela Metropolitan University Refreshments 11:05 – 11:25 Wild Tussah Silk touching the emotional and spiritual side of humanity 11:00 – 12:30 Panel discussion: Going Green Lisa Slegtenhorst and Nelia Venter, Central University of Technology 11:25 – 11:45 The “Other” Side of Design Education: Creative Encounter and Discovery through Play Theresa Hardman, Nelson Mandela Metropolitan University 11:45 – 12:00 Panel discussion 12:00
    [Show full text]
  • 14/03/2008 (Internal Question P
    NATIONAL ASSEMBLY FOR WRITTEN REPLY QUESTION 473 DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/03/2008 (INTERNAL QUESTION PAPER 09-2008) 473. Mrs D van der Walt (DA) to ask the Minister of Education: (1) In each of the past ten years up to and including 2007, (a)(i) how many education providers were (aa) registered and (bb) accredited by the SA Qualification Authority (Saqa) and (ii) what are their names, (b)(i) how many education providers received provisional accreditation, (ii) what are their names and (iii) when did they receive it and (c)(i) how many of these providers have since received actual or full accreditation and (ii) when did they receive it; (2) whether any education providers lost their accreditation, if so, (a) what are their names, (b) when did this occur and (c) why, in each case? NW1113E REPLY: Private Higher Education Institutions The Department of Education is responsible for the registration of private higher education institutions. The responsibility for accreditation vests with the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE). (a) (i) In the period up to 2007, 443 institutions lodged applications for registration as private higher education institutions in terms of the Higher Education Act, 1997 (Act No 101 of 1997). Of these, the Department registered 144 institutions, either provisionally or with full registration.. (bb) All institutions that have been granted registration would have obtained accreditation initially by SAQA and later by the Council on Higher Education (CHE). (ii) The 144 registered institutions that were registered by the Department after undergoing a quality assurance evaluation are listed in Table 1.
    [Show full text]
  • Call for Papers
    OPENING GATES: REFLECTING ON THE LIAISON ROLE OF THE DESIGN EDUCATION FORUM OF SOUTHERN AFRICA AT A TERTIARY LEVEL Amanda BREYTENBACH Faculty of Art, Design and Architecture, University of Johannesburg Abstract The paper reflects on how DEFSA has delivered on the Forum’s first aim, with specific focus on the liaison activities that takes place at a tertiary level. This aim, as documented in the DEFSA Constitution, reads “Ensuring that liaison is maintained between relevant primary, secondary and tertiary levels of education in matters pertaining to design education, between technikons, universities, technical colleges, private institutions, education authorities and the design industry” (DEFSA, 2007a). This paper focuses on the manner in which liaison has been maintained over the past 18 years, through the use of the DEFSA conferences, between tertiary institutions and between similar design disciplines. The liaison activities are associated with gates of opportunities that are opened and as a result connect people, institutions and design disciplines nationally and abroad. The reflection is conducted over three time periods; past, present and future. The first time period described as the Technikon phase, reflects on the past history and liaisons that took place from DEFSA’s inception in 1991 to the announcement of the higher education institutional mergers in 2002. The second period reflects on the present, which includes the merger period. This phase described as the Higher Education merger and restructuring phase, reflects on the impact of the merger, the restructuring of the design education landscape, design programme offerings and the role that DEFSA fulfilled during this period. Lastly, the third period presents a future projection by reflecting on the current expectations and challenges that impact on the future of DEFSA.
    [Show full text]
  • Policy and Procedures for Inscape Design College (PTY)
    INSCAPE EDUCATION GROUP Admission policy and procedure V2021, R02, U01 Admission into a Qualification programme stems from various rules and regulations set out by Universities South Africa (USAf). Inscape also adopts the Council on Higher Education (CHE’s) frameworks and applicable regulations for Admissions, Credit Accumulation transfer (CAT) and Recognition of Prior Learning (RPL) based on the Policies for RPL, CAT and Assessment in Higher Education published in August 2016. The following Policy and rules apply to all Contact and Distance programmes offered by Inscape. Where Distance programmes warrant specific rules, procedures or requirements, these are stated in the Policy document. All Policies and Procedures are reviewed and updated as necessary on a regular basis, and students will be kept informed of these reviews/updates. It remains the responsibility of students and staff to remain up to date with the latest Inscape Policies and Procedures. THE FOLLOWING PROCEDURES NEED TO BE READ IN CONJUNCTION WITH THE STUDENT AND/OR LECTURER HANDBOOK CONTENTS 1. ADMISSION POLICY OBJECTIVE / INTENTION 3 2. ADMISSION CRITERIA 3 2.1. Admission requirements 3 2.1.1. Higher Certificate Programmes 3 2.1.2. Diploma programmes 3 2.1.3. Degree Programmes 3 2.1.4. BA Honours in Design 4 2.1.5. Short Courses 4 3. RPL and CAT 4 4. Special Admissions 4 4.1. USAf 4 4.2. SAQA 5 4.2.1. Mature Age Exemption 5 4.2.2. Home schooling or other schooling systems 6 4.2.3. Degree exemption 6 4.2.4. International Students 6 4.2.4.1.
    [Show full text]
  • I MIDDLE MANAGERS SHAPING STRATEGIC OUTCOMES WITHIN
    MIDDLE MANAGERS SHAPING STRATEGIC OUTCOMES WITHIN A PRIVATE HIGHER EDUCATION INSTITUTION: A CASE STUDY by SHEREEN JUDITH SAMSON submitted in accordance with the requirements for the degree of MASTER OF COMMERCE in the subject of BUSINESS MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: Dr C Williamson CO-SUPERVISOR: Prof A Davis Date submitted: June 2018 i DECLARATION Name: Shereen Judith Samson Student number: 5622026 Degree: Master of Commerce in Business Management Exact wording of the title of the dissertation as appearing on the copies submitted for examination: MIDDLE MANAGERS SHAPING STRATEGIC OUTCOMES WITHIN A PRIVATE HIGHER EDUCATION INSTITUTION – A CASE STUDY I declare that the above dissertation is my own work and that all the sources that I have used and quoted have been indicated and acknowledged by means of complete references. 15 June 2018 ___________________________ ___________________________ Signature Date Ms Shereen J. Samson ii ACKNOWLEDGEMENTS I am grateful to those who assisted me with the compilation of this dissertation. In particular, I would like to thank the following: My supervisors, Dr. Charmaine Williamson and Professor Annemarie Davis. Words cannot express my immense gratitude for their unswerving generosity of advice, guidance, assistance, encouragement and support. The best supervisors one can possibly hope for. The University of South Africa (UNISA) for awarding me a post-graduate bursary. My husband and children for supporting me throughout this arduous, but exhilarating, journey of academic discovery. My colleagues for sharing their IT formatting knowledge with an IT Luddite like me in the spirit of collegiality. The participants who entrusted me with their deepest thoughts on their cathartic journey of reflective discovery.
    [Show full text]
  • CONFERENCE PROCEEDINGS of the Twelfth National Design Education Conference
    CONFERENCE PROCEEDINGS OF THE Twelfth National Design Education Conference PUBLISHED BY DESIGN EDUCATION FORUM OF SOUTHERN AFRICA Graaff Reinet, Eastern Cape 4-5 November, 2009 CONFERENCE THEME “Opening gates, between and beyond design disciplines” EDITORS Amanda Breytenbach (President DEFSA) Allan J Munro, Ph.D PUBLICATION OF DEFSA CONFERENCE PROCEEDINGS The conference proceedings are published by the Design Education Forum of Southern Africa (DEFSA) on the following website: www.defsa.org.za The views expressed in this publication are those of the authors and not necessarily of DEFSA. Papers are published as submitted by the authors, after they considered and included recommendations from peer reviewers. Full papers are submitted for peer review after successful acceptance of a conference abstract. All full papers submitted to the DEFSA conference committee are subjected to a rigorous double blind peer review process. This process takes place prior to both the verbal presentation at the conference and the publication of the proceedings. Expert specialists within the field of Art, Design and Architecture are selected to perform the reviews (Reviewers list is included). Authors receive feedback in the form of a peer review report. A confidentiality clause ensures that both authors and reviewers remain anonymous during the peer review process. ISBN No 978-1-920176-63-1 © 2009 Design Education Forum of Southern Africa All rights reserved. The materials published in this conference proceedings may be reproduced for instructional and non-commercial use, providing that proper reference to the source is acknowledged. Any use for commercial purposes must have prior approval of the president of the Design Education Forum of Southern Africa.
    [Show full text]
  • Qualifications Approved for Registration on the NQF on 18 February 2015 NQF Sub- Framework Originator Qual ID Qualification Titl
    Qualifications approved for registration on the NQF on 18 February 2015 NQF Sub- Originator Qual ID Qualification Title NQF Level Min Registration Registration Framework Credits Status End Date HEQSF AROS 94833 Diploma in Grade R Teaching NQF Level 06 390 Registered 18-Feb-2018 HEQSF Akademia NPC 94806 Bachelor of Commerce in Management Accounting NQF Level 07 370 Registered 18-Feb-2018 HEQSF Cape Peninsula University of 94862 Diploma in Marine Science NQF Level 06 360 Registered 18-Feb-2018 Technology HEQSF Durban University of Technology 94626 Bachelor of Health Sciences in Dental Technology NQF Level 08 492 Registered 18-Feb-2018 HEQSF Durban University of Technology 94832 Bachelor of Health Sciences in Diagnostic Radiography NQF Level 08 512 Registered 18-Feb-2018 HEQSF Durban University of Technology 94679 Bachelor of Health Sciences in Diagnostic Sonography NQF Level 08 512 Registered 18-Feb-2018 HEQSF Durban University of Technology 94797 Bachelor of Health Sciences in Environmental Health NQF Level 08 516 Registered 18-Feb-2018 HEQSF Durban University of Technology 94800 Bachelor of Health Sciences in Radiation Therapy and Oncology NQF Level 08 512 Registered 18-Feb-2018 HEQSF Durban University of Technology 94697 Diploma in Information and Communication Technology in NQF Level 06 360 Registered 18-Feb-2018 Applications Development HEQSF Durban University of Technology 94830 Diploma in Management Sciences NQF Level 06 360 Registered 18-Feb-2018 HEQSF Durban University of Technology 94831 Diploma in Nautical Studies NQF Level 06
    [Show full text]